Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/140619 
Erscheinungsjahr: 
1-Apr-2016
Schriftenreihe/Nr.: 
UC3M WP Economic Series No. 16-07
Verlag: 
Universidad Carlos III, Madrid
Zusammenfassung: 
This paper proposes a theory of education curriculum and analyzes its distributional impact on student learning outcomes. Different curricula represent horizontal differentiation in the education technology, thus a curriculum change has distributional effects across students. We test the model using the quasi-natural experiment of the G8 reform in Germany. We find evidence of heterogeneous reform effects consistent with our theory. While the reform improves student test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not benefit from the reform.
Schlagwörter: 
Education curriculum
Horizontal differentiation
Distributional effects
Difference-in-differences
Conditional quantile regression
Unconditional quantile regressionI
JEL: 
I21
I28
D04
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Dokumentart: 
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